Learning activities and experiences for babies and toddlers

[Kittles]

This workplace assessment task requires you to plan and provide a series of learning activities (five in total) for three different babies and toddlers of varying ages, in each of the following categories:
• communication development (listening and talking)
• physical development (stability skills, locomotor skills and/or manipulative skills)
• creative development
• an activity to develop self-knowledge and awareness
• an activity for learning from the world around them.
In selecting your activities think about what babies and toddlers can do at differing stages of development. Thinking about what the children can do will enable you to support their emerging skills and provide opportunities to practice and refine skills in the different areas and categories listed.
Keep in mind that you can provide variations and adapt your activities to suit the varying ages and skill level of the children.
For each activity, complete the Activity Plan that follows


Activity plan – Communication Development

Name and brief description of experience:
Reading the book “Where is the Green Sheep” by Mem Fox

Three reasons for planning experience (skills to be practiced):
Listening, literacy, language, colours

EYLF Learning outcome that best describes what the children should achieve through the experience:
Learning Outcome 5: Children are Effective Communicators
5.1 Children interact verbally and non-verbally with others for a range of purposes.
5.2 children engage with a range of texts and gain meaning from these texts.

Materials/ equipment needed:
The book “Where is the Green Sheep” by Mem Fox

Safety, space and location considerations:
Floor space, book corner, not in a walkway

Cultural/interaction considerations:
Incorporate words in different languages???

Contingency consideration:
If children do not show interest in the book try singing actions songs such as “Twinkle Twinkle Little Star” or “5 Little Ducks”.


Can you please advise if my plan is ok? I don't understand what they want me to put for "Cultural/interaction considerations"? can you please help.

[adriperdomo]

I am doing that one as well

Interaction- I have:
waiting for they turn
communication between you and the children and between the children

[adriperdomo]

I did my practice and planned the activities. Now I am writing the Portfolio.
So if you haven not done the activity. Get activities from this network and adapt them to your ideas. Easier when you have to sit down and write - you have more information and understanding why you are doing the activity. Hope that helps

[Kittles]

Thanks for your help. What did you put for Cultural/interaction considerations?

[Lorina]

For cultural considerations I was thinking:

- pointing to the characters in the story that relate to the word while reading
- reading clear and slow
- using actions or puppets for visual representations

Hope this helps,

,
Lorina

[Kittles]

Thanks I appreciate your help.

[tinekef]

Hi,
I am also up to the above question & I am having a little bit of trouble on what to right for the Contingency consideration. I understand what it means, however I'm not sure how to word it in my activities. The 3 activities I have are 1. reading a book 2. sensory plastic containers and 3. Musical instruments. These activities are for 0-2 years old.
Thanks
Tineke

[Lorina]

Hi,
I am also up to the above question & I am having a little bit of trouble on what to right for the Contingency consideration. I understand what it means, however I'm not sure how to word it in my activities. The 3 activities I have are 1. reading a book 2. sensory plastic containers and 3. Musical instruments. These activities are for 0-2 years old.
Thanks
Tineke

So contingency considerations basically means what your "back up plan" is if the activities you planned doesn't work or the children aren't interested. For example - reading a book could be completing a puzzle, sensory plastic containers could be play dough etc.

Hope this helps,

,
Lorina